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The presentation of bullying in contemporary teen fiction
2006
Hodson, K.A.
University of Exeter

Bullying is currently a very emotive and well-publicised issue, featuring frequently in TV programmes and newspapers.  It is no longer accepted as an inevitable part of school life affecting only weak and inadequate victims, but, instead, as a social ill, with long-term psychological effects on both bully and victim, that needs to be eradiated from schools and work places. This research project provides a detailed exploration of fictional representations of bullying in contemporary teen fiction.  It approaches the main research question, “How is Bullying Presented in Contemporary Teen Fiction”? through four subsidiary research questions and interviews with some of the writers in the desk study, against a background of children’s/adolescent literature criticism and psychological, sociological and educational research on bullying in schools.  Thus, the research project utilises current academic thought in two different fields: English and Education. Through the first subsidiary question, the patterns in the presentation of bullying are explored.  Issues of gender, modes of aggression and types of bullying (racial, sexual and organisational) are discussed.  The focus of the research narrows into examining the construction of the bully and victim experience through the second and third subsidiary research questions respectively.  Contemporary presentations are compared with the presentations in generic boys’ and girls’ school stories and considered in the light of current thinking in bullying research.  The fourth subsidiary research question refocuses the research on the narrative design of novels in the desk study by exploring the common strategies writers use in narratives dealing with bullying and the nature of the resolutions to ending the bullying relation offered to readers.  These are considered further as Entwicklungsroman through adolescent literature criticism and notions of adolescent growth, power, maturation and alienation.

A portfolio of academic study, therapeutic practice and research including an investigation of the construction of a ‘crisis’ in male mental health (BL)
1999
Sykes, C.
University of Surrey

I conducted two pieces of research, the first using a method known as discourse analysis, the second interpretative phenomenological analysis (IPA). The form of discourse analysis which was employed takes as its focus the analysis of verbal or written reports as behaviours in their own right. This was applicable to my first research project, which looked at the construction of a crisis in male mental health as represented in a series of newspaper articles. A position is taken that an awareness of the discourses surrounding masculinity is necessary for therapists who seek to help men with problematic enactments. I have been interested in this area since my involvement with research into male suicide. During the final year of my course I picked up the thread of this work in a review of the literature which explored how masculinity was theorized, including a focus on hegemonic constructions of masculinity and the implications for therapy. For example, it was suggested that seeking therapy itself conflicts with predominant enactments of masculinity. In addition there was an exploration of theoretical frameworks which might be appropriate for working with men. The use of IPA in my second research project links with the use of discourse analysis in the recognition of the importance of context and language in the shaping of the material gained. However, unlike discourse analysis, there is an attempt to gain an understanding of underlying cognitions in individual participants. The study looked at the subjective experiences of woman who had been bullied in childhood as represented in retrospect accounts obtained by interview. It was hoped to begin to address an inbalance in the research which had focused predominantly on the male experience, perhaps reflecting a general belief that bullying is more common amongst boys. I was interested in gaining insight into the memories of the bullying itself and its context and also into the meaning of the experience for the participants in terms of their developing selves.

Sex, power, and academia: governing faculty-student relationships
2014
McNabb, Jude
University of Warwick

This thesis considers how sexual and romantic relationships between academic faculty and students in higher education are governed. Using analytic techniques drawn from Foucault and discursive psychology to interpret a corpus of texts, which includes policy documents, interview transcripts, fictional accounts, newspaper articles, and computer mediated discourse, I explore how five discourses are mobilized to frame faculty student relationships. I find that harassment discourse, which emerges as the dominant frame of reference in scholarly accounts, is taken up less readily in the accounts studied here. Rather, discourses foregrounding four alternative, but often imbricated, themes are more extensively mobilized: infantilization; religiosity; health, safety, and hygiene; and professionalism. These discourses reinforce elements of the truth claims propounded by harassment discourses; notably, their gendered and heterosexist assumptions, and their insertion of a gap between academic and student, albeit one configured along subtly different lines. However, they also challenge them, positing alternative claims to truth, recasting the subject positions of academic and student, and re-orienting relations between the two. For example, infantilization discourses construct faculty-student relationships as a horrific relation between adult or parent and child which must be monitored, whereas religious discourses construct a pastor-flock relation, articulating relationships as a temptation to be resisted or atoned for. The thesis offers contributions to research on faculty-student relationships per se, and is also understood as opening up analysis of organizational sexuality and the university more generally by arguing for the usefulness of a government approach to these phenomena.

Exploring young people’s digital sexual cultures through creative, visual and arts-based methods
2020
Marston, Kate
Cardiff University

This thesis explores how digital technologies such as social media, smart devices and gaming platforms are shaping young people’s sexual cultures. While the majority of research on young people’s digital sexual cultures has maintained a narrow focus on risk and harm, and limited what digital practices are considered relevant and for whom, this thesis contributes to a growing body of scholarship that seeks to support children and young people to navigate the complexities of an ever-changing digital sexual age. I worked with a socio-economically and culturally diverse sample of twenty-five young people aged 11 – 18 years from England and Wales. Rather than focusing on a pre-defined set of digital practices, I set out to foster a creative, curious and open-ended approach that allowed participants to identify which digital practices mattered to them. Over a period of fifteen-months, I employed a range of creative, visual and arts-based methods in group and individual interviews to explore a flexible set of core issues including digital worlds, relationships, networked body cultures and media discourses. Taking inspiration from feminist posthuman and new materialist concepts of ‘assemblage’, ‘affect’, ‘phallogocentricism’ and ‘feminist figurations’, I trace normative articulations of gender and sexuality as well as activate different ways of seeing and relating to young people’s digital sexual cultures. My data highlights the enduring force of heteronormative and phallogocentric power relations in young people’s digital sexual cultures through the publicisation of intimate relations online, social media’s visual culture of bodily display and gendered harassment online. However, it also maps ruptures and feminist figurations that displace vision away from the heteronormative and phallogocentric mode. I illustrate how young people’s digital sexual cultures can be the site of unexpected and unpredictable relations that move beyond normative notions of (hetero)sexuality and towards possibilities for re-imagined sexualities that exceed heteronormative and phallogocentric norms.

Workplace Bullying Reports

 

https://www.youtube.com/watch?v=lCVSUaeOQo8

Join us on the 17th November at 12 noon for the virtual launch of two reports on Workplace Bullying.

Click the video to join.

Racist Hate Speech Seminar
Today ABC research fellow Dr. Eugenia Siapera hosted a seminar on racist hate speech in social media. The seminar was part of a wider project called Hate Track which is concerned with identifying the various forms of online racist hate speech, and constructing a computational tool that can track such contents on public Facebook pages and Twitter accounts. The project has identified a gap in relevant research and policy, in that most research tends to focus on racist hate speech emanating from organised or semi-organised groups, thereby overlooking ‘ambient hate’ of various intensities that circulates in social media; these may require different policy responses. 
 
ABC’s Dr. James O’Higgins Norman also participated in the seminar during round-table discussion on  ‘Identifying and understanding online racism and hate speech: old and new challenges’. 
Panel discussion with Lucy Michael, Gavan Titley, Eoin O’Dell, James O’Higgins Norman, Matti Pohjonen and Maura Conway
BPS Cyberpsychology #CyberSectionChat discusses Cyberbullying on Twitter

ABC participated in the BPS Cyberpsychology #CyberSectionChat on the topic of Cyberbullying this month.

The British Psychology Society (BPS) Cyberpsychology (@BPSCyberPsych) section discusses various ‘cyberpsychology’ related topics each month for their #CyberSectionChat. Researchers and industry advocates who study the application of psychology to digital technologies and the Internet (cyberpsychology) tweet about their views, tips and research/industry/practitioner experience during the chat.  January’s topic was on Cyberbullying, and ABC were delighted to be involved.

The chat consisted of tweeters addressing 6 questions about cyberbullying: 1) Should cyberbullying and traditional bullying be seen as separate phenomena? 2) What is the most serious societal or individual level impact of cyberbullying? 3) Who is most likely to be targeted for cyberbullying? Are all age groups vulnerable in the same ways? 4) What are the shortcomings in cyberbullying research that should be prioritised in future? 5) What are the key barriers to addressing cyberbullying? What interventions could address these? and 6) How can we increase resilience to cyberbullying?

Dr. Dawn Branley-Bell of Northumbria University tweeted on the characteristics that might distinguish ‘traditional’ bullying from cyberbullying.

Dr. Peter J. R. Macauley, lecturer in social psychology at Staffordshire University, tweeted about the negative consequences of cyberbullying for all involved addressing the individual and the wider society.

Dr. Maša Popovac, lecturer at the University of Buckingham tweeted on some of the ways resilience to cyberbullying could be promoted via digital citizenship and online safety education.

Dr. Linda Kaye, senior lecturer at Edge Hill University commented on how the dynamics of online spaces can change how bullies target victims differently to how they would in ‘traditional bullying’.

It was also important to critique some of the ways that researchers measure cyberbullying, particularly in relation to quantitative measures that are widely used. So ABC did just that.

There were other fantastic tweets from other contributors too – apologies for not mentioning them all here! It was certainly stimulating to discuss such issues in relation to cyberbullying and engage with researchers who follow similar interests in promoting online safety, and making the online world a safer place for all concerned. ABC expresses many thanks to the committee behind BPS Cyberpsychology who organised the chat (also ABC won a contributor award XD). To visit the #CyberSectionChat, readers can access all of the tweet contributions on Twitter here.

A research on the impact of the stress on the service quality of the Indian call centre employees.
2008
Teotia Singh, Ajeet
Dublin Business School

This dissertation examines the effect of stress on the service quality of the call centre employees. Stress is a much known phenomenon in every industry, but in this dissertation the researcher evaluated its impact on call centre employee’s service quality performance. It has been widely recognised that stress at work can result in a host of adverse outcomes for both employees and organisations (Nigam et al, 2003). The literature related to the stress and its impact on service quality in call centre industry will explored many factors and situations which work as job stressors in call centre industry and how they affect the service quality. The following research also focuses on the issues related to employee safety and health and how those stressful conditions making employees emotional exhausted. The study also sought various management interventions to find the solution for the stress reducing schemes in order to give relief to its employees so they can perform in much better environment. The research methodology used in this dissertation includes research philosophy, research approach, and research strategy, sampling design and data collection methods. The data was collected by using quantitative questions questionnaires which will help researcher to reach a conclusion. Based on the data analysis findings, conclusion has been drawn which will help to support the laid hypothesis of the research. Recommendations also have been made on the basis of result generated for future research in the same area and also guiding the management to take recommended action to sort out the problems related to stress in call centre industry.

Ashling Bourke and Sinéad McNally Appointed as Dean’s Research Fellows with ABC

In a significant development for educational and psychological research, Dr. Ashling Bourke and Dr. Sinéad McNally have been appointed as Dean’s Research Fellows with ABC, a prestigious fellowship program supporting groundbreaking studies. Their respective research projects, focusing on different aspects of bullying and social behaviour, are poised to make impactful contributions to understanding and addressing critical issues in education and society.

Dr. Ashling Bourke’s Study on Social Dominance Orientation and Cyberbullying

Dr. Ashling Bourke will be conducting a study on the role of Social Dominance Orientation (SDO) and its relationship with empathy in the perpetration of cyber bullying behaviour. SDO is a narrow personality trait encompassing an individual’s tendency to accept and endorse group-based social hierarchies and the extent to which they desire their in-group to be superior to out-groups. Dr. Bourke’s research will examine how this orientation relates to the perpetration of cyberbullying and will investigate the role of empathy as a moderating factor. Her project will involve a rapid systematic review of the literature and a quantitative cross sectional examining cyber bullying behaviour (CBB), the propensity to accept social hierarchy myths (SDO) and cognitive empathy.

Dr. Sinéad McNally’s Research on Autistic Children’s Experiences of Bullying

Dr. Sinéad McNally’s fellowship will focus on exploring the lived experiences of autistic children who face bullying and exclusion within school environments. Her research aims to shed light on the specific challenges that autistic pupils encounter in both primary and secondary educational settings. By delving into the personal narratives and experiences of these children, Dr. McNally seeks to identify actionable supports that can be implemented to enhance the educational experiences of autistic students.

Both fellows are expected to make substantial contributions to their respective fields, and their work under the ABC fellowship will undoubtedly inform future research and practices aimed at reducing bullying and promoting empathy in various social contexts.

Cyberbullying and Young People: Behaviours, Experiences and Resolutions
2019
Dennehy, Rebecca
University College Cork

Introduction: Cyberbullying is a complex and multifaceted public health issue among young people. Research indicates deleterious effect on the mental health and wellbeing of victims which warrants action to address this issue. Adults do not have first-hand experience of cyberbullying in their youth and so the development of prevention and intervention strategies can benefit from the engagement of young people’s perspectives. However, young people’s voices are largely absent from the current discourse. This thesis aims to explore the nature, causes, and consequences of cyberbullying from the perspective of young people with a view to informing the development of evidence-based prevention and intervention strategies.

Methods: The research was framed by the Medical Research Council guidelines for intervention development. Qualitative and participatory research methods were employed. In the first instance a systematic review and meta-ethnographic synthesis of qualitative studies related to young people’s conceptualisations of cyberbullying was conducted. Secondly, a rights-based model was developed to facilitate the active involvement of young people in the research process. A Young Person’s Advisory Group was purposefully formed to collaborate in the design, conduct, and interpretation of a qualitative study of young people’s perspectives on cyberbullying as well as in priority setting for intervention development. Young People’s involvement in the Advisory Group was evaluated to determine the effectiveness off the model in facilitating young people’s participation in the research process and the acceptability of the approach. The co-designed qualitative study comprised focus groups with secondary school students which were conducted in the school setting.

Findings: The meta-ethnography highlighted that the fundamental role of cyber technology in young people’s lives and the complexity and ambiguity of the cyber world in which they connect are inherent to young people’s conceptualisations of cyberbullying. The participatory evaluation of young people’s involvement in the research process indicated that the elements necessary for the effective realisation of young people’s participation rights were present in this study. Based on their interpretation of preliminary findings from the qualitative study, Advisory Group Members identified the non-consensual distribution of nude images and the mental health impact of cybervictimisation as serious concerns for young people and priorities for intervention development. Findings indicate that non-consensual distribution involves a complex process that is produced by, and reinforces, gender power dynamics. Young males, under pressure to conform to societal constructs of masculinity, coerce females to send explicit images which are screenshot and intentionally distributed, without consent, to male peers in exchange for social kudos. Regarding the mental health impact, cyberbullying was described as more psychological in nature and impact than traditional bullying with increased deleterious effect on the mental health and wellbeing of victims. Analysis identified several barriers which prevent victims from seeking social support and participants’ perception that suicide is a viable escape route for young victims defeated and entrapped by cybervictimisation.

Conclusion: This research makes a valuable contribution to the existing knowledge base in that it privileges youth voice on the nature, causes, and consequences of the phenomenon and highlights young people’s priorities with regard to intervention development. In response to research findings and suggestions from the Young Person’s Advisory Group a number of recommendations are made in relation to research, policy, and practice which are grounded in young people’s experiences, values, and norms.